Investigation of the relationship between teachers' positive psychological capital perceptions and their organizational commitment

This research was conducted to investigate the relationship between teachers' positive psychological capital perceptions and their organizational commitment. The research is a relational survey model that is based on a quantitative method. The sample constitutes 6746 teachers working in preschool, elementary school, junior high school and secondary school (high school) institutions in Şırnak province during 2016-2017 Education - Academic Year. The difficulty in reaching the target school, the time and the cost were taken into account to represent the sample. The sample was selected by using simple random sampling, and 608 scales distributed using this sampling method. The "Positive Psychological Capital Scale" developed by Tösten and Özgan (2014) in order to determine the positive psychological capital perceptions of teachers in this research is defined as the "Organizational Commitment Scale" adapted to Turkish Language by Yeşilyurt (2015) developed by Allen and Meyer (1990) in order to determine organizational commitment of teachers. In the analysis of the data, statistical package program was used. The internal consistency was examined for the reliability of the study. For descriptive analyses, arithmetic mean, standard deviation, percentage and frequency values were extracted and comparative difference tests were performed on group differences. Simple ad multiple regression analyses were used to reveal the relationship between psychological capital perceptions and organizational commitment of teachers, and the effect of psychological capital on organizational commitment. The significance level of the findings was p <.05. The results of the research show that teachers' perceptions of positive psychological capital are very high and their organizational commitment is moderate. Positive correlations between positive psychological capital perceptions and organizational commitment were found to be positively correlated and positive psychological capital explained organizational commitment by 8 %. Another significant finding is that some variables in teachers' positive psychological capital perceptions and organizational commitment lead to meaningful difference. Keywords: Psychological Capital, Positive Psychological Capital, Organizational Commitment, Educational Administration.